Abstract
This empirical paper reports on the development of a professional development initiative, namely the word sum-wheel, which teachers developed collaboratively. The study’s objective was to determine how teachers’ mathematics word problem-solving instruction could be enhanced through the development of the word-sum wheel using participatory action research as the research design. While using a qualitative research approach within the constructivist paradigm, the Continuous Process of Professional Development served as the study’s theoretical framework. In this study, a continuous link to the reciprocal relationship between teaching and learning is maintained. Thirteen Grade 3 teachers were purposefully selected from government and private schools in the Gauteng Province. While the greater study comprised three stages – namely preparation, action, and reflection – the data generated for the purpose of this paper was collected as part of the action stage. Data generation included interactive discussions held during the six workshops, as well as teachers’ reflective diaries and the researchers’ journal. Data analysis was done through a hybrid approach of inductive and deductive analysis. Findings reveal that teachers’ mathematics word problem-solving instruction was enhanced when they experienced a boost in their confidence levels. This was brought about through the playful and interactive implementation of the word sum-wheel. Similarly, the teachers’ enhanced understanding of the role of reading comprehension and the mathematics register in teaching mathematics word problemsolving was highlighted. Instead of teaching mathematics word problem-solving in isolation, teachers have begun integrating it into their daily teaching programme.